The Application Of Comparative Method In Junior Middle School History Teaching

The comparative method is a new method for teacher teaching and student learning.With the step-by-step advancement of the new curriculum reform,the comparative method has increasingly shown a role that cannot be ignored.This article discusses the comparison of eight parts in the eighth grade.The application of the law in the history teaching of junior high school,the first part of the introduction part introduces the reasons for the selection of topics,research review,research methods,etc.The second part is beneficial to stimulate students' interest in learning,is conducive to the construction of students' knowledge system,and is conducive to training The students' historical thinking ability and the core literacy of the historical disciplines that are conducive to the cultivation of students discuss the significance of the comparative method in the history teaching of junior high school.The third part discusses several types of comparative methods commonly used in the history teaching of junior high school.The fourth part discusses the nine principles applied by the comparative law in the history teaching of junior high school: the principle of comparability,the principle of emphasis,the principle of the times,the principle of in-depth,the principle of inspiration,etc.The fifth part discusses the teaching of comparative law in the history of junior high school.The four steps used in the process: establishing propositions,research objects,comprehensive comparisons,and drawing conclusions.The sixth part discusses several strategies applied by the comparative method in the history teaching of junior high school: strengthen the use ofcomparative law in the introduction of the class,strengthen the use of comparative law in the teaching of new lessons,and strengthen the use of comparative law in the classroom summary;The seventh part is the case study of the comparative method used in the history teaching of junior high school.The last part puts forward three suggestions: dialectical treat the comparative law and enhance the history teacher.Professionalism and focus on developing students' ability to use comparative methods.